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Nciv York State Education Department 



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Division of Trades Schools 



Albany, N.Y., November i, 1909 



ALBANY VOCATIONAL SCHOOL 



Purpose of the circular. This circular is issued in response 
to a general demand within the State for a description of the 
vocational school recently organized in Albany. It may be sug- 
gestive to other comm.unities having in mind the establishment 
of a similar school. The circular outlines the educational ideals 
of a school of this type, the time for beginning vocational traia- 
ing, the general scheme of instruction, as well as giving definite 
facts regarding equipment, teaching force, daily program and some 
of the results already accomplished. 

Presentation of plan. The Board of Education of Albany 
considered vocational training at a meeting in October 1908. 
At that time a representative of the State Education Depart- 
ment outlined in some detail the spirit and purpose of such 
training and offered suggestions as to the best course of pro- 
cedure in establishing a vocational school, which would meet 
the requirements of the law relating to industrial and trades 
schools and at the same time which would be in accord with 
the general policy of the Education Department. A numb.er of 
the suggestions offered at that meeting are included in the pre- 
liminary statements of this circular. 

Educational ideals. We are all aware that many boys and 
girls do not have an opportunity to enter employments which 
contribute to their development in any sense of the word, either 
physically, morally or intellectually, but they drift about from 
one unskilled occupation to another, gaining little or nothing in 
efficiency. A school which would take in boys and girls at 
about the age of 14, or after they have completed the first six 
grades, where they could have a large amount of industrial 
work, ought to awaken in these children a new school interest 
and so help retain them in school longer and to contribute more 
powerfully to their development. In the first six grades these 



Tiir-09-2ooo f 7 7379)] 



"i'd — 



2 NEW YORK STATE EDUCATION DEPARTMENT 

children should have learned the " fundamentals " — how to read 
and write intellig-ently, how to compute simple problems in 
arithmetic; they should know something of the geography of 
the world and something of the history of their country. 

A vocational school taking pupils of this age, when they are 
of little value in a business .way, at a time when the education 
they have received is all right sp far as it goes, but hardly fits 
them for actual working places, woulrd serve to give them the 
proper training to prepare to enter some branch of actual indus- 
trial work. The school should not devote itself entirely to the 
teaching of industrial subjects. Principles of citizenship, his- 
tory of the country's achievements, mathematics, language and 
other general knowledge should be instilled into the pupils' 
minds. 

General scheme of instruction. The vocational school must, 
from the standpoint of greatest advantage both to the individ- 
ual and the community, train for practical work and at the same 
time secure an adequate training of the mind. In the language 
of school men, all the exercises m the vocational schools should 
be educative of the mind as well as the hand. Topics that can 
not be related to this conception should be excluded from the 
course of study. 

Time of beginning. Industrial training should begin (i) 
after the ordinary school arts, like reading, spelling, writing, 
drawing, arithmetic and grammar and the rudiments of history, 
geography and nature study are fairly completed, and (2) as 
soon as the muscles are strong enough to handle the lighter 
tools of industry safely and are sufficiently developed for the 
acquisition of skill in their use. Under ordinary conditions the 
vocational schools should be open to children who are 13 or 14 
years of age. 

Length of course. An industrial school for children enter- 
ing at 13 or 14 years of age should have a course extending 
from two to four years. The latter period is preferable for 
two reasons, first, because this length of time is necessary to 
produce the requisite mental and physical training for a life of 
progression in industrial efficiency, and second, because it en- 
ables the school to attract and hold the student from 14 to 16, 
when his growing power is greatest .and his earning power least. 

Organization. The proposed vocational school ought to pro- 
vide (i) for bookwork, (2) for practical handwork. For the 
present it might open as a day school, but it is hoped that in 



NOV 30 19U9 



ALBANY VOCATIONAL SCHOOL 3 

the immediate future the equipment and instructing force will 
be made available to young men and women who desire to use 
its privileges in the evening. 

School period. The school day should be at least six " school 
hours "' in length, three hours in the morning and three in the 
afternoon. 

Teachers. The director of such a school should be a man of 
a caliber such that the business men of the city would respect 
him both from the standpoint of executive ability and of 
mechanical knowledge. He should be an enthusiastic exponent 
of industrial training, should be familiar with some trade and 
should have a general knowledge of industrial conditions, as 
well as possessing the ordinary requirements of a school man. 
The teachers should be picked men and women, chosen because 
of their enthusiasm for and interest in the spirit and purpose of 
vocational training, as well as for their knowledge of the defi- 
nite subjects which the}^ are to teach. The shop and laboratory 
teachers should be specialists, but the academic teachers should 
be able to teach several subjects, for in no other way can the 
desired interrelation of subject-matter be brought about. 

For the first two years. The studies should be general in 
character, being designed to round out the elementary school — - 
instruction laying the foundation of industrial efficiency and 
arousing a set of industrial interests that will demand the .work 
of the next two years for their fulfilment. In other words, 
general mechanical training the first two years and " specializa- 
tion " the last two years. 

For the last two years. The studies should be more specific 
in character. The first two years should have developed an 
interest in industrial subjects, and by this time the pupil ought 
to have determined what line of mechanical work he was best 
adapted for and should then fit himself for a trade pursuit. The 
general aim of the last two years should be to make specific 
applications of subject-matter to the industries of Albany and 
its vicinity. The boy might spend the major part of his school 
time of the last two years in the shopwork. It is suggested 
that possibly a definite connection can be made between the 
vocational school and local apprenticeship systems that may 
exist in local factories. 

Essential points in the course of study. The course of study 
will fail to accomplish its purpose unless the following princi- 
ples are carried out: 



4 NEW YORK STATE EDUCATION DEPARTMENT 

1 A certain completeness in the purpose of the school, a pur- 
pose largely industrial and technical — not academic — together 
with some lengthening of the school day. 

2 The teaching of the essentials in bookwork. 

3 A definite correlation, by grouping related subjects under 
one subject. 

4 Avoidance of the division of the school day into very short 
periods. The present elementary schools divide the attention 
of the pupils by many subjects and periods. 

5 Study under direction in the schoolroom. If home work is 
assigned, it should be along the line of working up notes, writ- 
ing descriptions, drawing maps, making descriptive sketches, 
rather than the assignment of matter which has not been care- 
fully explained beforehand. 

6 Teaching applications before theory. This is very import- 
ant — application of mathematics to shopwork, shop accounts, 
business subjects, etc. 

Adoption by the board. After full consideration, the Board 
of Education at a subsequent meeting adopted the general 
scheme as outlined and voted to establish a vocational school, 
and to ask the Board of Apportionment for a special appropria- 
tion covering the cost of equipment, salaries and maintenance. 
This latter board made such an appropriation in January 1909. 

Selection of school building. Many questions were raised as 
to the character and location of the building. The majority of 
people desired a central location for the school. However, an 
leight room school building which was about to be abandoned 
because of the falling ofif of the attendance in that district was 
fmally selected. This building is situated on the outskirts of 
the city. 

The four rooms of the first floor were painted and varnished, 
one room being used for sewing, one for drafting and the other 
two for classrooms. The dividing walls of the upper floor were 
removed, making two large rooms running the entire length of 
the building, one being used for homemaking courses and the 
other for shopwork. In the homemaking department, half par- 
titions were erected dividing it into a kitchen, and laundry, 
cooking room, dining room and bedroom. 

Admitting of students. The local Board of Education ad- 
dressed a circular letter to the parents and guardians of boys 
and girls who were in the sixth and seventh grades of the ele- 
mentary schools, informing them that a vocational school would 



ALBANY VOCATIONAL SCHOOL 5 

soon open. This letter made brief reference to the purpose of 
the school, its location, its equipment, its teaching force, its 
course of study and requirements of admission. 

Before the school opened the principal and the homemaking 
teacher of the vocational school visited the various grammar 
grades of the city and explained more fully the purpose of the 
school and distributed blanks to be signed by such parents or 
guardians as wished to have their children enter this school. 
Approximately 225 students — about one third girls and two 
thirds boys — applied for admission. Necessarily there was a 
waiting list, as there were accommodations for only 100 pupils. 

Equipment. The drawing equipment consists of 25 drawing 
tables with the necessary drawing materials and instruments. 

The sewing equipment consists of 5 sewing machines, 25 sew- 
ing tables and minor articles of equipment and material. The 
sewing tables are also used for the drawing given in connection 
with household design. 

The schoolrooms are equipped with regular school desks, 
blackboards, maps, charts etc., which were formerly used in 
ether schools. 

The woodworking equipment consists of 24 benches, with 
the necessary bench tools, tool room supplies, a universal saw 
bench, band saw, power oil stone and grinder and 4 speed lathes. 
Electric motor with the necessary belting, shafting and pulleys 
are installed for running this machinery. A lumber and wood 
finishing room adjoin the bench room. 

The homemaking equipment consists of a group of cooking 
tables (pine tops) accommodating 24 students, 24 small gas 
stoves for individual use, gas range, coal range, refrigerator, 
the necessary cooking utensils, small iron bed, dresser, dining 
table, chairs and buffet. 

Selection of teachers. A brief account is given of the train- 
ing and experience of these teachers : 

The principal of the school is a graduate of Oswego Normal 
School, has done postgraduate work at Cornell University, has 
had three years' experience as supervisor of manual training as 
well as a practical experience in shops as workman and in offices 
as bookkeeper and stenographer. 

The homemaking teacher is a graduate of Pratt Institute, 
has taken two years' work at Wellesley College, and has had two 
years' experience as teacher of domestic science in a western 
college. 



b NEW YORK STATE EDUCATION DEPARTMENT . 

The woodworking teacher was educated in the local schools 
and has had 20 years of journeyman's experience in the wood- 
working trades, supplemented by a summer course in Cornell 
University. 

The sewing and household design teacher received her pro- 
fessional training in the local teachers training school, has had 
10 years' experience as a teacher in the same school and has 
taken summer courses along her special lines in Columbia and 
New York Universities. 

The teacher of bookwork was educated in the local schools 
and has had 15 years' experience in teaching the elementary 
branches. 

Appointment of advisory board. The State law relating to 
industrial and trades schools requires the appointment of an 
advisory board. The local board consists of five members who 
represent the trades or industries of this locality. It is expected 
that the counsel and advice of such a board will assure to these 
schools the best of technical results in determining the proper 
courses of study and equipment. The following advisory board 
was appointed by the Albany Board of Education : Mr Fuller, 
superintendent of Felt Mills; Mr BoM^ditch, manager of the 
Rathbone-Sard Stove Works ; Mr Havens, contractor and 
builder; Mr Hamilton, printer (Trades Union representative); 
and Mr Gillespie, chef of Hampton Hotel. 



ALBANY VOCATIONAL SCHOOL 



Present course of study 



Giving better elementary school provision for the vocational needs of those 
likely to enter industrial pursuits 



First year 
Corresponding to grade seven of the elementary school 



MINUTES 
BOYS PER WEEK 

Shopwork : joinery and ele- 
ments of woodworking.. 

Drawing : free-hand and 
mechanical 

Practical mathematics 

English literature and com- 
position 

Geography 

Opening exercises, music, 
physiology and study 



MINUTES 
PER WEEK 



600 

300 
225 

225 
225 

22s 



I 800 



GIRLS 

Sewing : hand and machine, 

simple garment making.. 225 

Plain cooking and general 

housekeeping 450 

Design 225 

Practical mathematics 225 

English literature and com- 
position 225 

Geography 225 

Opening exercises, music, 
physiology and study 225 



Second year 
Corresponding to grade eight of the elementary school 



MINUTES 
BOYS PER WEEK 

Shopwork : cabinet making 

and wood-turning 600 

Drawing : free-hand and me- 
chanical 300 

Practical mathematics 225 

English literature and com- 
position 225 

History and civics 225 

Opening exercises, music, 

hygiene and study 225 



I 800 



MINUTES 
PER WEEK 



I 800 



GIRLS 

Sewing: hand and ma- 
chine, garment making, 

embroidery, textiles 225 

Cooking (plain, fancy, in- 
valid), housekeeping .... 450 

Design 225 

Practical mathematics 225 

English literature and com- 
position 225 

History and civics 225 

Opening exercises, music, 
hygiene and study 225 



I 800 



NEW YORK STATE EDUCATION DEPARTMENT 



Proposed course of study 

Allowing for special shop, laboratory and drawing room practice along a 
chosen trade pursuit and thus making provision for the industrial interests 
which have been aroused in the two preceding years 



^Third year 



MINUTES 
BOYS PER WEEK 

Special shop practice in 
pattern making and foun- 
dry practice, or iron work, 
or electrical wiring and 
installation 

Drawing : mechanical 

Applied algebra and geom- 
etry 

English literature and com- 
position 

Mechanics and electricity... 

Industrial history 

Opening exercises and un- 
assigned 



600 
300 

225 

225 
225 
ISO 



MINUTES 
GIRLS PER WEEK 

Special work in millinery or 
dressmaking or domestic 
science 

Design 

Applied mathematics 

English literature and com- 
position 

Practical physics relating to 
home 

Industrial history 

Opening exercises and un- 
assigned 



600 
300 
225 

225 

225 
ISO 



7S 



75 



I 800 



'^Fourth year 



MINUTES 
EOVS PER WEEK 

Special shop practice in pat- 
tern making and foundry 
practice, or iron work, or 
electrical construction . . . 600 

Drawing : mechanical 300 

Applied algebra and geom- 
etry 225 

English literature and com- 
position 225 

Chemistry relating to in- 
dustry 225 

Economics and industrial 
conditions 150 

Opening exercises and un- 
assigned 75 



MINUTES 
GIRLS PER WEEK 

Special work in millinery or 
dressmaking or domestic 
science 600 

Design 300 

Applied mathematics 225 

English literature and com- 
position 225 

Chemistry relating to home 
and industry 225 

Economics and industrial 
conditions 150 

Opening exercises and un- 
assigned 75 



I 800 



I 800 



Bookwork. In this school all the industrial departments 
apply the bookwork of the school and emphasize its use. There 
is constant practice in measurements; estimates of costs; in 
describing processes used, from the standpoint of good English 
and good spelling, as well as accuracy of statements when they 
concern industrial life. English includes topics of literature, 
reading, composition, grammar, spelling and penmanship ; matk- 



1 When these students reach the third year they should have a rather clear conception 
of the particular line of industry which they wish to follow. The industrial and educa- 
tional requirements of the trades are so varied that it is impossible to offer a single inflex- 
ible course of study. For example if the student selects a trade that requires more mathe- 
matics than is offered in the given course he may be allowed to take extra work in this 
branch at the expense of some irrelevant subject. i^ .S Jt S .' 2 ,. . BS > ^ 



ALBANY VOCATIONAL SCHOOL 9 

ematics includes arithmetic, algebra and geometry; science in- 
cludes mechanics, electricity and chemistry; history, with emphasis 
on the social and industrial development, includes United States 
history, civics and economics ; geography, with emphasis on produc- 
tion, distribution and consumption. 

English. This should develop wholesome tastes for practical 
people and should train to plain and forcible expression of 
thought. 

Mathematics, i Arithmetic. The decimal equivalents of work- 
shop fractions, approximate and check methods of arithmetic, 
ratio, proportion and percentages, four figure logarithms applied to 
multiplication and division, power roots and the developing of all 
sorts of pocketbook formulas. 

2 Algebra. Symbols and processes, substitution of numer- 
ical for literal values and the evaluation of simple workshop 
formulas, solutions of equations other than simple by plotting 
■' graphs " on squared paper. The boys will not have " formal " 
algebra ; it will be made to fit in with formulas used in electricity, 
mechanics and engine practice. 

3 Mensuration. Measurement of areas of plane figures (i) 
by reducing to equivalent triangles; (2) by counting squares 
when drawn on squared paper; (3) weighing the similar shape 
in cardboard, sheet lead or iron sheet. Measurement and cal- 
culation of volumes. 

4 Geometry. Use of instruments, simple construction as fa." 
as possible leading to the self-checking of students' work 
(i) by comparison wdth one another or (2) by a calculated 
standard result, measurement of angles and other ratios by con- 
struction and comparison with printed tables (trigonometrical), 
the amount of error to be written down opposite the result, the 
geometry of simple solid figures, etc. 

It is expected that during the last two years, as w^ell as to 
some extent the first two years, the mathematics will deal with 
the speed of machines, the w'orking out of such calculations as 
weights of castings, measuring areas, calculations and exercises 
in the use of various measuring machines used in the trades, 
calculating by graphic methods, etc. For example, a boy that 
intends to be a foundryman needs to know weights of materials, 
percentages of alloys, etc. 

Science, i Physics. It is expected that this course will 
include the general properties of matter — state, structure, size, 
destiny, hardness, fluidity etc. — effects of heat on substances 
used for constructional purposes, specific, sensible and latent 



lO NEW YORK STATE EDUCATION DEPARTMENT 

heat, and the practical appHcation of their quaHties, melting and 
boiling points of suitable substances, stearn raising, and the 
properties of steam, the transmission of heat — conduction, con- 
vection and radiation and application of this to practical work 
— hot and cold water supply, use of exhaust steam, heating and 
ventilating methods, circulation of water in steam, boiling etc., 
injectors, inspirators, steam boilers, etc. 

2 Chemistry. Effects of heat, moist air, water and simple 
acids on materials used for construction purposes; rusting, rot- 
ting and the action of protective coverings on metal and wood, 
combustion of solids, liquid and gaseous fuels, and the appli- 
cation to industrial purposes, interchangeability of energy, 
chemical heat, electrical, mechanical, some notion of the con- 
servation of energy. 

3 Electricity. Batteries, electric magnets, motors etc., electric 
wiring and simple testing. 

Practical applications of the science subjects to the industries 
is made. The physics considers such terms as levers, cams, 
concentric, reciprocating, rotary, oscillating, friction, strains, 
tension, with relation to their practical application to the ma- 
chinery in the school and in the locality. 

History and civics. These have for their general idea the 
development of the industrial citizen and consequently lay the 
emphasis upon the industrial or economic phenomena of our 
national development rather than upon its political and military 
aspects. In this study stress is laid upon the development of 
transportation and communication, the establishment and 
growth of cities together with their new code of civic life in- 
volved, the changes brought about by the concentration of capi- 
tal and labor in production, and the civic duties and privileges 
of the modern industrial citizen. It is believed that the educa- 
tional context of facts concerning industrial and economic de- 
velopment is greater than that of the study of facts relating to 
wars, boundaries of states, or development of political parties. 

Geography. This centers about collections of the raw mate- 
rials of commerce, such as may be gathered and classified by 
the pupils similar to those furnished by the Philadelphia 
Museum. The collections may be, for the most part, put up in 
glass bottles of suitable size, and illustrated by cuts from maga- 
zines which show the processes of their production and their 
preparation for commercial use. Textiles, gums, minerals, oils, 
woods, leather, rubber, threads etc. may be shown both in their 
native forms and in the various stages of their manufacture. 



ALBANY VOCATIONAL SCHOOL II 

When geography and nature study are thus centered around 
the commercial products of the world they become concrete, 
stimulating and broadening, while at the same time they make 
the pupil industrially intelligent concerning mankind as a whole. 
The geography of the world is taught right in the products 
and imports of the locality through the materials used in tlie 
school. 

Handwork for boys. It differs from what is ordinarily the 
conception of manual training. However much value a limited 
amount of handwork may be for general education purposes, 
it remains true that to give but one and one half hours a week 
to such work is to make it more of an entertainment than an 
industrial training. Such a length of time is too insignificant 
to achieve the needed industrial skill, or to lay the foundation 
of enduring industrial interests. In this school from three to 
five half days per week are devoted to such training. ' The skill 
and knowledge that are thus acquired and the interests that are 
established go far toward making both parent and pupil see the 
desirability of additional years in school in order that there may 
be a better preparation for industrial life. It is expected that 
in the last two years handwork will center around direct appli- 
cations to the local industries. There will be sheet metal work, 
tinsmithing, soldering, gas piping, metal spinning, electric wir- 
ing and speed lathe work, both in metals and wood. This hand- 
work will be in accordance with the best shop practice. The 
pupils are now i6 years of age and it is proper that they elect 
their chosen trade, and that they obtain from now on the de- 
velopment of skill and such knowledge of direct practical bear- 
ing as will enable them to receive the greatest returns when 
they enter the industry. 

Drawing. In the first year it lays its emphasis not upon repre- 
sentation, i. e. the mere copying of works of art or of the pic- 
turing of objects of nature or m.anufacture, but upon inventive 
design, both in free-hand and mechanical drawing. The indus- 
trial drawing aims constantly at the graphical expression of 
original creation rather than even the most faithful imitation. 
In this way the student is best prepared for all those forms of 
drawing that later find their true application in the various 
practical arts and handicrafts. The drawing of the last three 
years will consist of the practical application of mechanical and 
free-hand work to parts of machinery, house plans, etc. Empha- 
sis will be placed upon the reading of drawings, making sketches 



12 NEW YORK STATE EDUCATION DEPARTMENT 

of machine parts quickly and accurately and upon having all 
school drawings in accord with modern drawing room practice. 
Industrial work for girls. The homemaking courses are mod- 
eled rather on a workroom than on a schoolroom plan, and 
three distinct activities are carried on as in a home. These 
activities are housekeeping, sewing and design. In detail, each 
activity is carried on as follows: 

1 Housekeeping. The kitchen and dining room are devoted 
to this work and are furnished in very simple style. The 
kitchen is fitted with a coal and gas range, work tables, a sink 
and dish closet, and the dining room with a table and chairs, a 
china closet and a small side table. The towels, table mats and 
curtains used in these rooms have been made by the girls in 
the sewing class. In the housekeeping course the girls are 
taught : 

a To care for the rooms : sweep, dust, clean windows and 
paint, build a fire and care for the stove, sink and tables. 

b To cook simple nutritious dishes in family quantities and 
to buy the materials for these dishes. 

c To serve a simple meal and know something of its nutritive 
value, expense and fitness. 

d To wash and iron the garments made in the sewing classes, 
the aprons Avorn for school work and the towels, table mats, 
and curtains used in the house. 

e To keep a book of recipes used in the cooking lessons. 

2 Sewing. This work is carried on in a large schoolroom 
which has been fitted with work tables and sewing machines. 
The girls are taught to make a variety of simple garments for 
themselves or members of their families, as well as articles used 
either in the home or in the school. The course also includes 
cutting by patterns and the making of simple drafts. The study 
of fabrics, especially those made from cotton and wool, is a 
part of the course, and the girls are taught something of their 
manufacture, quality, patterns, dyes, widths and uses. They 
are also encouraged to collect and mount samples of different 
materials which the}^ would be most likely to buy and use. 

3 Design. An attempt is made to apply the simple principles 
of design and color to the work in the other classes. The girls 
have designed and stenciled curtains for the dining and sewing 
rooms and have made designs for doilies for the table. They 
expect to plan attractive spacing of tucks, ruffles and embroidery 
for underwear, and select combinations of color and trimming 
for dresses. They will also make designs for articles used in 



ALBANY VOCATIONAL SCHOOL I3 

the house, such as candle shades, pillow covers, and the like. 
These designs v^ill be executed in their other classes. 

Present status. The vocational school opened the Monday 
following the Easter holidays. The individual attendance and 
academic standing of the students have steadily improved, some 
even seeking the opportunity of working in the school shops 
and laboratories on Saturdays and holidays. 

The average daily attendance was 98 per cent during the 
spring term, and considering the distance the school is from the 
homes of the students, there were very few cases of tardiness. 
For example, one boy is obliged to walk 2>4 miles to attend 
this school. A number of the students, before the opening of 
the school, had intended to go to work, but at the opening of 
the fall term it was found that only three of the boys had done 
so. The record for the girls was equally good. 

The New York Central Railroad Company will give credit in 
their apprenticeship system to the graduates of the vocational 
school for the work covered, and the General Electric Company 
will give preference to such students receiving similar training 
on their application for admittance to the apprenticeship system 
and will give them such advanced work as their ability will 
warrant. 

The advisory board reports that the work of the school is 
bound to give increased opportunity in the local industrial field, 
because of the greater proficiency that the students will show 
when they enter upon their trade work. 

The girls in the sewing department have been making cook- 
ing uniforms and the table linen for the dining room, and are 
about to make the overalls for the boys of the shop. They have 
also made a number of flags for the various schools of the city. 
It is intended that the girls will prepare the noonday lunch for 
the school which will be furnished to the students at a small 
cost. 

The boys have equipped the cooking school with such cabi- 
nets, racks and furniture as have been needed. Several cabinets 
have been made for the drawing room and bookcases for the 
city schools. 

Any further information regarding this school will be fur- 
nished by Frank L. Glynn, Principal of Vocational School, Mor- 
ton street, Albany, N. Y. 



^Z^d<^'^.% 



Chief, Division of Trades Schools 



14 



NEW YORK STATE EDUCATION DEPARTMENT 



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